Curriculum Development and Teacher Career
Curriculum development configures educational communities, as it allows them to interpret and appropriate national guidelines and, in doing so, strengthen local identities. This process highlights characteristics unique to institutional culture, promoting a continuous and collaborative self-construction among different actors of the school systems, that leads to the creation of a just and contextualized curricular process.
In this context, this line of research pursues the comprehension of the curricular phenomenon from diverse perspectives, originating at their actors and their range of action, to transform their situated contexts, especially those of greater vulnerability.
- To develop theoretical and empirical work that produces knowledge on curriculum theory and practice for evidence-based socio-educational comprehension and transformation.
- To promote guidelines for initial teacher education and continuous professional development for teachers that enhance their professional skills for curricular management.
- To contribute to the educational system by promoting a continuous curricular reflection that problematizes the foundations of educational work in heterogeneous contexts.